Educational and methodological material on speech development on the topic: Using pictures in classes on speech development. Teaching coherent speech to preschoolers using pictures in speech development classes

Summary of educational activities for speech development “Storytelling based on the painting by I. Shishkin “Winter”.

Progress of the lesson

Children to the music of P.I. Tchaikovsky from the cycle “The Seasons” are looking at a painting. The teacher reads excerpts from poems, naming the authors.

Educator. Here is a painting painted by a Russian artist
I. Shishkin, he loved very much native nature. Think and tell me what is shown in the picture? (Children's answer).

The main goal pursued by plot pictures for composing a short story is the desire to develop the speech and thinking of children. Looking at the picture, the children try to describe what is depicted on it, trying to compile a single, logically coherent story. Unfortunately, the speech of today's young people is far from perfect. Children and teenagers read and communicate little. Therefore, family, teachers, and all adults surrounding the child should pay attention to the development of correct literary speech. There are a huge number of ways to do this.

How can they be used?

One of them, already mentioned, is pictures for making a short story. On our website you will find story pictures for children. It is extremely important that the images are subordinated to a single theme, which means that a child, looking at them, will be able to compose a coherent message or play role-playing games for preschoolers. It is not for nothing that when teaching a foreign language, students are asked to describe a picture, come up with a dialogue according to the presented situation, and create role-playing games. This technique is also applicable in teaching native language within the framework of a kindergarten or aesthetic center. You can download illustrations for writing a short story and print them for work.

The technique for developing speech based on pictures for composing a short story is simple. We advise parents to play role-playing games with their baby, lay out illustrations in front of him, and come up with a story together, a story in which the baby’s family or friends will be involved. Make sure that when describing, the child does not jump from one action or object to another, but expresses his thoughts consistently and logically. Having conducted such a lesson once, return to the worked picture after a while: ask the child if he remembers the story he compiled, what details he did not take into account, what he could add. A series of plot pictures to compose a short story are good for lessons on speech development in primary school, in native lessons or foreign language. Description of the illustration, role-playing games, a story based on it can be a good basis for creative work. Usually children respond with pleasure to such tasks, since children's imagination has not yet taken root, its flight is free and unhindered.

The method of working with pictures for children will require attention and regular practice from parents. It is the family that should be interested in the development of the baby. They should help him create a story, role-playing games for preschoolers, and then discuss them together.

A series of pictures for kindergarten or home use for children are focused on different topics. For example, you can compose a story on the topic “Family”, “Seasons”, “Forest”, “Home”, etc. The methodology for developing speech for children involves comprehensive coverage of topics on which a story can be compiled. The technique also involves the use of games for kindergarten, which will contain illustrations or a story on the chosen topic. As a result of a series of such activities, children begin to speak much more coherently, logically, and a single thread can be traced in their speech.

Developmental materials on the topic

Kindergarten

Pictures on different topics

Description of object paintings is a coherent, sequential description of the objects or animals depicted in the picture, their qualities, properties, actions, and way of life.

A description of a subject picture is a description of the situation depicted in the picture, which does not go beyond the content of the picture. Most often this is a statement of the contamination type (both a description and a plot are given).

A story based on a sequential plot of a series of paintings.

Essentially, the child talks about the content of each plot picture from the series, linking them into one story. Children learn to tell stories in a certain sequence, logically connecting one event to another, and master the structure of a narrative, which has a beginning, middle, and end.

A narrative story based on a plot picture (conventional name), as defined by K. D. Ushinsky, is “a story that is sequential in time.” The child comes up with a beginning and an end to the episode depicted in the picture. He is required not only to comprehend the content of the picture and convey it in words, but also to create preceding and subsequent events with the help of his imagination.

Mood-inspired descriptions of landscape paintings and still lifes often include narrative elements. Here is an example of a description of I. Levitan’s painting “Spring. Big water” by a 6.5 year old child: “The snow melted and everything around was flooded. The trees are in the water, and there are houses on the hill. They weren't flooded. Fishermen live in the houses, they catch fish.”

There are several stages in teaching children to tell stories from a picture.

In early preschool age, a preparatory stage is carried out, which aims to enrich the vocabulary, activate children's speech, teach them to look at pictures and answer questions about their content.

In middle preschool age, children are taught to examine and describe subject and plot pictures, first according to the teacher’s questions, and then according to his model.

In older preschool age, children's mental and speech activity increases. Children independently or with a little help from the teacher describe subject and plot pictures, compose plot stories Based on a series of paintings, they come up with a beginning and an end to the plot of the painting.

Children telling stories based on the picture younger age are introduced gradually, through other classes, in which they learn to perceive the content of the picture, correctly name the objects and objects depicted on it, their qualities, properties, actions, answer questions and, with their help, compose a description. Didactic games with object pictures serve this purpose: kids must match the indicated picture, name the object, say what it is, what they do with it.

“Hide and seek game” - the pictures are hidden (placed in different easily accessible places), the children find them, bring them and name them.

When working with children, we use subject and plot paintings that are close to the children’s experience and evoke an emotional response: “Cat with Kittens”, “Dog with Puppies”, “Cow with Calf”, “Our Tanya”. The main type of painting lesson in younger group- conversation. Before showing the picture, they find out the children’s experience and arouse interest in it. In a conversation, the following parts can be distinguished: examination of the picture (see above for the methodology for carrying it out) and the teacher’s story about it.

Children gradually develop the ability to coherently, consistently talk about the content of the picture with the help of the teacher’s questions, his additions, together with him according to a logical scheme: “Murka the cat is lying on... (the rug). She has small... (kittens). One... (kitten)”, etc. In the process of such storytelling, children's vocabulary is activated (kittens, lap, purr, basket with balls). The lesson ends with a short summary story from the teacher, who brings together the children's statements. You can read any author's story. Thus, the content of the painting “Chickens” corresponds to the story by K. D. Ushinsky “Cockerel with his family.” Nursery rhymes, riddles, short poems can be used at the very beginning, during the conversation, and at its end.

It is important to motivate speech activity: show the picture and tell a new girl, a doll, your favorite toy, or mom about it. You can suggest that you look carefully at the picture again, remember it and make a drawing at home. IN free time you need to look at the drawing and invite the child to talk about it. At the end of the fourth year of life, it becomes possible to move on to independent statements by children. As a rule, they almost completely reproduce the example of the teacher’s story with small deviations.

Middle preschool age is characterized by the formation monologue speech. At this stage, learning to describe subject and plot pictures continues. The learning process here also proceeds sequentially. Object pictures are examined and described, a comparison is made of the objects and animals depicted in the picture, adult animals and their young (cow and horse, cow and calf, pig and piglet).

Examples of comparisons made by children: “The pig has a big tail, like a rope, with a squiggle, but the piglet has a small tail, with a squiggle, like a thin rope.” “A pig has a big snout on its nose, but a piglet has a small snout.”

Conversations are held based on the plot pictures, ending with a generalization made by the teacher or the children. Gradually, children are led to a coherent, sequential description of the plot picture, which is initially based on imitation of a speech pattern.

For storytelling, pictures are given that were examined in the younger group, and new ones, more complex in content (“Bear Cubs”, “Visiting Grandma”).

The structure of the classes is simple. At first, the children silently examine the picture, then a conversation is held to clarify the main content and details. Next, a sample is given and it is asked to talk about the content of the picture. The need for a sample is explained by the insufficient development of coherent speech, poor vocabulary, and the inability to consistently present events, since there is still no clear idea of ​​the structure of the narrative. The model teaches the sequence of presentation of events, correct construction sentences and connecting them with each other, selecting the necessary vocabulary. The sample should be short enough, presented vividly and emotionally.

At first, children reproduce the sample, and later they tell it independently, bringing their creativity into the story.

Let us give an example of a sample story based on the painting “Cat with Kittens.” “One little girl had a cat, Murka, with kittens. One day the girl forgot to put away the basket with balls of yarn. Murka came with the kittens and lay down on the rug. One of the kittens, white with black spots, also lay down next to his mother cat and fell asleep. The little gray kitten got hungry and began greedily lapping up the milk. And the playful red kitten jumped onto the bench, saw a basket with balls, pushed it with his paw and dropped it. Balls rolled out of the basket. The kitten saw the blue ball rolling and began to play with it.”

To begin with, you can invite one child to describe the kitten he likes, another child to describe the cat, and then tell him about the whole picture.

In order of complexity in the picture “Dog with Puppies,” you can give a sample description of one puppy, and let the children describe the other independently by analogy. The teacher helps with explanations regarding the sequence of description, vocabulary, and connection of sentences. Based on the same picture, a plan for describing the entire picture is given, and a speech sample is offered at the end of the lesson.

The next stage of work - storytelling through a series of plot pictures (no more than three) - is possible if children have the ability to describe pictures. Each picture from the series is examined and described, then the children’s statements are combined into one story by the teacher or children. Moreover, already in the process of examination, the beginning, middle, and end of the plot developing over time are highlighted. The series “How Misha Lost His Mitten” is most suitable for this purpose /

In older preschool age, the tasks of teaching monologue speech in classes with pictures become more complicated. Children must not only understand the content of the picture, but also coherently and consistently describe all the characters, their relationships, and the setting, using a variety of language means, more complex grammatical structures. The main requirement is greater independence in telling stories based on pictures.

· description and comparison of subject pictures;

· description of the plot paintings;

· narration based on a series of plot paintings.

The lesson begins with viewing or re-viewing the paintings, clarifying the main points of the plot. Depending on the children’s skills and their level of mastery of description or narration, the teacher uses different methodological techniques: questions, a plan, a speech sample, collective storytelling, discussion of the sequence of the narration, creative tasks.

The main method of teaching is still the model. As children master speech skills, the role of the model changes. The sample is no longer given for reproduction, but for the development of one’s own creativity. To some extent, imitation remains - children borrow the structure of the text, means of communication, and linguistic features. In this regard, there are possible options for using the sample: it concerns one episode of the picture or individual characters; a sample is given based on one of the two pictures offered for storytelling; offered as a beginning (children continue and finish it); can be given after several children's stories if they are monotonous; may not be used at all or replaced literary text. In the latter case, other methods of guiding children are needed.

For example, a plan in the form of questions and instructions. So, according to the picture “ Winter fun"(author O.I. Solovyova) children are invited to tell first about how children make a snow woman, then about those who take care of the birds, then how they ride down the slide and, finally, what other children do.

IN senior group Learning to construct a story based on a series of plot pictures continues. This type of storytelling contributes to the development of the ability to build a storyline for a statement, forms ideas about its composition, and activates the search for figurative means of expression and methods of intratextual communication.

Developed various options presenting pictures to compose a collective story based on a plot series: a set of pictures with a deliberately broken sequence is displayed on the board. Children find a mistake, correct it, come up with a story title and content based on all the pictures; the entire series of pictures is on the board, the first picture is open, the others are closed. After describing the first, the next one is opened in order, each picture is described. At the end, the children give the name of the series and select the most successful one. This option develops imagination and the ability to foresee the development of the plot; Children place incorrectly placed pictures in the correct sequence, then compose a story based on the whole series. They agree among themselves who will tell the story in what order (the idea of ​​the composition of the story is fixed).

The method of presenting pictures can be further varied. Each option solves a number of problems: forming ideas about composition, developing skills to describe the plot, foresee its development, come up with a beginning and middle when the end is known, etc.

Stories based on a series of plot pictures prepare children for creative storytelling according to the picture, to inventing the beginning and end of the depicted episode.

In the preparatory group for school, children should be able to independently compose descriptions and narratives based on pictures, correctly conveying the content, observing the appropriate structure, and using figurative speech.

All types of pictures and all types of children's stories are used for teaching. Special attention focuses on independence and creativity. Often used as a speech sample piece of art: short stories L. N. Tolstoy, K. D. Ushinsky, E. Charushin, V. Bianchi.

In this group, storytelling continues based on a series of paintings, and storytelling is based on multi-episode paintings (“Winter Fun,” “Summer in the Park,” “City Street”). The paintings are examined in parts, creative tasks are used, and children are encouraged to ask questions themselves; the vocabulary is activated and enriched with figurative expressions (epithets, comparisons, metaphors).

The teacher can start a story about one of the episodes, and the children will continue. You can use instructions on who to start with, what to tell first, and in what sequence to develop the plot. After such explanations and instructions, children take part in collective storytelling.

E. P. Korotkova recommends organizing the compilation of stories and inventing fairy tales based on humorous pictures. She advises viewing in such a way that the content for the stories is provided. The beginning of the conversation should not be traditional, but somewhat unusual (“Why is it fun to look at the picture?” or “What amused you about the picture?”).

To come up with a creative story-narrative (consistent in time), a picture familiar to children is taken (“The ball has flown away,” “New Girl,” “Gifts for Mom for March 8”), its content is clarified, and a description is drawn up. Then the children are asked to imagine what could have happened before, for example, the girl Tanya came to kindergarten (based on the film “New Girl”).

Until children master the ability to come up with a beginning and an end to a picture, you can suggest a plot for development storyline(“Perhaps Tanya often saw children playing in the kindergarten area, how much fun they had, and she also wanted to be with them. Or maybe one day my mother came home from work and said: “Tomorrow, Tanyusha, you will go to kindergarten "Was Tanya happy or upset? What was she going to do?"

Immediately after this, you can come up with an ending. The teacher or children summarize children's stories into one narrative. It is possible to compile a collective story. The teacher's task is to give clear instructions. The task of telling about what is drawn leads to a description of the plot; the task of coming up with a beginning and ending to the plot obliges the child to compose something new.

To maintain children's interest in describing paintings, M. M. Konina advised using composing and guessing riddles.

Of particular interest are activities using reproductions landscape paintings and still lifes by masters of art. The technique for examining and describing them was developed by N. M. Zubareva. Let us briefly dwell on the features of this technique.

When perceiving a landscape or still life, children must see the beauty of what is depicted, find words to convey the beauty, respond emotionally, be excited by what the artist is excited about, and realize their attitude towards what they perceive.

Examination of landscape paintings must be combined with observations of nature (autumn and winter forest, sky, shades of greenery under different sunlight, etc.) and with perception poetic works, describing nature. A supply of direct observations of natural phenomena helps children perceive works of art and experience aesthetic pleasure.

N. M. Zubareva recommends original techniques looking at landscape paintings. Increases emotional perception viewing the painting accompanied by music (“ Golden autumn"I. Levitan and "October" by P. I. Tchaikovsky). The very form of the activity causes joy and satisfaction in children.

Simultaneous viewing of two paintings different artists on the same topic (“ Birch Grove"I. Levitan and A. Kuindzhi) helps children see different compositional techniques, which artists use to express their ideas. The invitation to mentally enter into the picture, look around, listen stimulates creativity and gives a complete sense of the image. Next, a description of the paintings by children is organized.

Similar work is carried out on examining and describing a still life. Aesthetic perception it is facilitated by examining dishes, flowers, vegetables, fruits, getting to know their color, shape, texture, smell and making “living still lifes” from them on the table. This is how children are led to describe a still life (“Flowers” ​​by D. Nalbandyan, “Lilac” by I. Levitan).

Topic: Storytelling based on the painting “Horse with a Foal”, from the series “Domestic Animals”, by S.A. Veretennikova.

At the beginning of the lesson, the children easily guessed the riddle about the horse:

She is slim and proud

There are hooves, there is also a mane.

The children were able to justify the answer. Introducing the painting into the lesson brought up a lot of emotions. The painting “Horse with a Foal” made a huge impression on the children, so they enjoyed telling stories about it. In the process of storytelling, we were able to achieve complete answers, rich in epithets and various phrases, demonstrating our sample story.

The game “Who has who?” was played with interest. The children were not mistaken in naming the baby animals, only “lamb” and “pig” caused difficulty.

Analyzing children’s answers to questions about E.I.’s story. Charushin's "Horse", we are faced with the fact that not all children can answer questions such as: What did you like about the story? Why do you think so? Therefore, I gave my sample answer to the question, giving the child the opportunity to answer subsequent questions himself, based on my example.

Children freely referred to baby animals in the singular. Difficulties were caused by the names of animals in the accusative case plural. For example: many tiger cubs, wolf cubs. We had to correct the children several times. Ultimately, we got all the children to give correct answers.

The children eagerly described the hare and selected epithets to match the hare's mood.

The work on compiling stories based on story pictures. We listened to the stories of three children. all the stories were different and interesting. As the story progressed, we asked clarifying questions: Why did the little hare return to the hole? What else could he come back for?

During the storytelling process, we observed the grammatical correctness of speech: we corrected the children’s mistakes and asked them to repeat the correct word.

Children named pictures depicting animals with the sound “l” in their names correctly – children have developed phonemic hearing.

Descriptive story.

Descriptive story based on pictures depicting a hare and a bear. Based on the picture with the image of a hare, we told ourselves, thereby giving an example

story. The children complemented our story. After our own story we

They asked two children to tell the story based on the same picture. Based on the picture with the image of a bear, the children were already telling stories on their own. We paid attention to detail, to the selection of epithets for the image of the bear. We think that this work was successful.

Comparative story.

A comparative story based on pictures depicting two birds: a magpie and a sparrow.

Based on previous experience (descriptive stories), taking into account our requirements, the children described the birds in great detail and figuratively and compared them: they found similarities and differences. We encouraged children to compare not only appearance, but also the habits and what the sparrow and magpie eat. After reading I. Grishashvili’s poem “Protect the Birds,” we had a conversation about how to protect birds and take care of them.

The word game is a tall tale.

The children really enjoyed the word game. The guys had fun and interesting. The following fables have been suggested:

A horse flies across the sky

Fish walks across the field.

A bird floats on the sea,

A ship is sailing across a field, etc.

Children easily corrected fables by replacing words. After the fables we suggested, the children came up with their own, for example:

A hedgehog floats across the sky

Legs is walking across the field.

(This fable was invented by Demin Kostya).

The game, a fable, was interesting not only to the children, but also to us.

Individual work.

Compiling a story based on plot pictures. The children were offered stories: N. Nosova's "Living Hat" and N. Artyukhova's "Coward".

The children retold the story “The Living Hat” after reading the work, relying on the pictures. Then the task became more complicated: the children had to divide the story, which consisted of 6 pictures, into three parts - the beginning, the main part, and the ending. The children tried to title each part, but the titles were not very successful, for example: “How the children saw a running hat” (Murashov D.); “When the boys ran away from the sofa” (Lobova M.). Seeing that children are unable to title parts of the story, we, as an example,

read the short story “The Whale” by S. Sakharnov and asked to come up with a title for the story. Then they read the real title of the story and asked: Why is it called that? Together with the children, we divided the story into parts and titled each one.

The children came up with the story “Coward” from pictures without reading; they themselves gave the name to their story. For example: “Girl and dog”, etc.

Then the task became more complicated: children need to divide the story, consisting of 4 pictures, into three parts - the beginning, the main part, and the ending.

Story poem "The Eagle and the Frog" using pictures.

Each word corresponded to a picture (except for conjunctions and prepositions). This method of memorizing a poem turned out to be very effective: children memorized the poem with ease. Usually, memorizing poems does not give children pleasure, but pictures allow them to learn a poem quickly and with interest.

Working with parents. Screen.

The screen includes 4 parts:

1. Appeal to parents, the topic of the screen and its justification, statements by L.V. Vygotsky;

2. “You can develop coherent speech with the help of object pictures.” This section provides an example of descriptive and comparative stories("Mushrooms");

3. “You can develop coherent speech with the help of plot pictures.” This section provides an approximate list of questions that parents can ask their children to describe the plot pictures;

4. "Play with the child." Fable game "Is this true or not?" L. Stancheva. The literature is also listed here in which parents can find other fable games for the development of children's speech.

The screen stood in the dressing room for two weeks and was available to all parents. Zverev’s mother Yu. asked: “What other pictures can be used to develop coherent speech?”, “Can illustrations be used in books for storytelling?”

Drawing a conclusion, we can say that the screen for parents was not made in vain.

Program for working with children

Narration based on the picture: "Horse with a foal."

Purpose: To introduce children to a new picture; learn to compose a connected story based on a picture; continue to teach children to solve riddles and justify their answers; develop the ability to explain the meaning of a saying; continue to teach children to answer questions about the work they read (story by E.I.

Charushin "Horse"); fix the names of young wild and domestic animals; cultivate interest in looking at the picture; cultivate a desire to tell stories from a picture; cultivate a culture of verbal communication. Activation of the dictionary, clarification and consolidation of the dictionary (mane, hooves, horseshoe, cart, nostrils); vocabulary enrichment (farmer, dairy farm, harnessed).

Looking at the plot pictures.

Goal: To teach children to compose a story based on a picture; develop the ability to independently invent events preceding and following the depicted one; continue to teach how to solve riddles and explain their solutions; fix the names of animals and babies; to train children in using the names of baby animals in the genitive case, singular and plural, in selecting comparisons and definitions for a given word, as well as synonyms and antonyms; consolidate the correct pronunciation of the sound “l” in words and phrasal speech. Cultivate an interest in looking at pictures, a desire to compose an independent story using pictures, the ability to work in pairs, and a culture of verbal communication. Activation, clarification, consolidation and enrichment of the vocabulary (wobbled, trudged).

Descriptive story based on pictures depicting a hare and a bear.

Goal: Continue to teach children to examine paintings in detail; develop connected speech; answer the teacher’s questions; activate children's speech; select epithets for images of a hare and a bear; learn to speak emotionally and expressively; enrich your vocabulary. Cultivate an interest in viewing paintings, a desire to tell stories based on the painting, and a culture of verbal communication.

A comparative story based on pictures depicting two birds: a magpie and a sparrow.

Goal: To develop children's connected speech; activate children's speech; learn to answer the teacher’s questions; describe pictures, observing detail; teach children to compare two birds; continue to learn how to select epithets; enrich your vocabulary. Cultivate an interest in looking at paintings, a desire to tell stories based on the painting, and a culture of verbal communication.

Word game - fable

Goal: To introduce children to fables; teach children to find inconsistencies between fables and reality; teach children to come up with their own stories; continue to intensify speech; continue to teach children to answer the teacher’s questions. Cultivate an interest in fables, a desire to independently compose fables, and a culture of verbal communication.

Individual work

Compiling a story based on plot pictures based on the work of N. Nosov

"Living Hat"

Goal: To teach children to compose a story based on a work; independently title parts of the story; describe the characters’ characters, their moods; teach children to come up with their own ending to a story; develop skills in selecting epithets and figurative expressions; teach children to answer the teacher’s questions. Cultivate interest in storytelling through pictures, the ability to listen to a story, the culture of verbal communication, the ability to tell emotionally, and empathize with the characters.

Compiling a story based on pictures.

Goal: To teach children to compose a story based on plot pictures; independently build the plot of each picture; title the story and each part; activate verbs expressing different states; develop skills in describing the characters’ characters and their moods; come up with a story, going beyond the pictures (past, future); learn to answer the teacher's questions. Cultivate an interest in storytelling through pictures, a culture of verbal communication, and a desire to empathize with the characters.

Narrating the poem "The Eagle and the Frog"

Goal: To introduce children to a new poem; develop children's memory and thinking; activate speech; teach how to recite a poem based on pictures; arouse interest and desire to tell a poem using pictures.

2.3. Formative experiment program.

The teacher makes up a story. After the story, asks the children questions and helps them answer using other reference pictures. After this (possibly in subsequent classes), you can invite some children to repeat the entire story.

Olga Vasilyeva overview. speech development classes in the preparatory group(Looking at the painting painting ).

from the series for kindergartens Job prepared

Educational area: Speech development.

Integration educational areas "Socialization", "Communication", "Artistic creativity".

Program content:

Target:

Improve the ability to compose stories about the contents of the picture.

Teach children to express their impressions in speech, express judgments, and assessments.

Continue to practice children in matching words in a sentence.

Enrich your vocabulary with words of a social science nature.

-Develop the ability to name words with a given sound.

Use means of expression language.

Continue to learn to pronounce words clearly and clearly.

- Activate the dictionary: seedling, name of flowers (irises, marigolds, casmea, chrysanthemums)

Developmental tasks: Develop verbal description skill paintings.

Educational tasks: Foster a love of work; respect for the work of an adult; desire to help

Material to occupation:

Painting painting "Work in the school area", cards with flowers, artificial flowers.

Methods and techniques:

1. Organizational moment.

The teacher reads an introduction to the topic poem:

We don't hate flowers

We don't tear them up, but plant them,

We pour them warm water,

We loosen the earth at the roots.

There will be our forget-me-nots

Taller than Olya, taller than Anyutka

S. Semenova

2. Work on picture"Work in the school area".

Let's silently watch the guys on picture and share your impressions of what you saw.

What a wonderful one it is Looking at the painting.

Heroes paintings - who they are, what they are wearing, mood and character characters? (children's answers).

What do the children do? (plant flowers)

Remember in the summer on the plot we also planted flowers with you, and what flowers did we plant? What were they called? (velvet, iris, chrysanthemums, daylily, asters, zinnia)

Guys, what kind of flowers do you think children plant? picture? (children's answers)

Why do they do this? (to make it nice near the school)

What time of year is shown on picture? (Spring)

How did you guess? (Planting always takes place in the spring)

Guys, what if we come closer to picture What do you think we can hear, what sounds?

Guys, what event did she introduce us to? Looking at the painting? (with difficulty teachers and children)

Guys, let's come up with a name for this picture? (children's answers)

Which title did you like best?

3. Vocabulary work.

Children, this Looking at the painting made using plot technique. A plot is a specific event, a situation depicted in picture. Let's say this new word together clearly and loud: PLOT.

4. Teacher's story based on the painting.

And now I'll tell you a little I'll tell you from this picture, and you carefully listen: "In the center paintings children and a teacher are depicted. The weather is warm and sunny, which can be seen from the children’s clothes. The children are dressed in light, almost summer clothes. Please note that no one interferes with each other busy with their own business. A kindergarten is visible in the background, and a little further away a school is depicted. Young birch trees are planted in the schoolyard. They are not big, perhaps schoolchildren planted them just recently.”

5. Physical education minute "Rain clouds".

Now let's take a little rest. Repeat after me.

The rain clouds have arrived: rain, rain, rain! (We walk in place and clap our hands).

The raindrops are dancing as if they were alive! Drink, earth, drink! (We walk in place).

And the tree, bending down, drinks, drinks, (Lean forward).

And the relentless rain pours, pours, pours! (Clap your hands).

6. Didactic game "Collect a bouquet".

Children, I suggest you play a game "Collect a bouquet". You need to make bouquets of flowers, list how many and what flowers you have in your bouquet.

7. Children's story based on the picture.

Guys, today we described the plot picture"Work in the school area", we answered questions, listened to my story, and now I want to listen to any of you (the teacher calls at will, if there are no volunteers, invites one child to start, then connects the next ones; ideally it should turn out coherent story of 7 – 8 sentences, divided between two or three children).

Well done, you did your best today, thank you for class!

8. Analysis story.

Involve a child or several children in the analysis, describing the answer picture. Explain why you liked this or that answer more. Select more brilliant performances, together with the children.

Publications on the topic:

Summary of an integrated lesson in the preparatory group “Looking at the painting by I. Levitan “Golden Autumn” and drawing” Program content. Topic: “Looking at I. Levitan’s painting “Golden Autumn” and drawing” Purpose of the lesson: to introduce children to creativity.

Summary of a comprehensive lesson on speech development “Task for Antoshka.” Examination of A. K. Savrasov’s painting “The Rooks Have Arrived” Demonstration material: Painting by A. K. Savrasov “The Rooks have Arrived” Handout material: Pictures with the sound “L”, tables. Preliminary.

Summary of educational activities for speech development in the senior group “Examining the painting “Autumn” using OTSM-TRIZ technology Goal: To promote in children the formation of a conscious attitude towards the process of composing a story based on a landscape. Create conditions for assimilation.

Summary of a lesson on speech development “Examining the painting “Santa Claus” Municipal autonomous preschool educational institution"Kindergarten No. 4 of a combined type" 683030, Petropavlovsk-Kamchatsky,.

Summary of a lesson on speech development in the first junior group. Consideration of the plot picture “Saving the ball” Summary of a lesson on speech development in the first junior group. Consideration of the plot picture “Saving the ball” PROGRAM CONTENT: 1. Teach.

Summary of a lesson on speech development in the senior group. Examining the painting “Hedgehogs” and writing a story based on it Target. Help the children examine and title the picture. Learn to compose a story on your own based on a picture, adhering to the plan. Software.

Summary of a lesson on speech development “Examining the painting by V. D. Ilyukhin “The Last Snow” Program content. Introduce children to V. D. Ilyukhin’s painting “The Last Snow.” Develop an interest in works of art. Teach vision.

Summary of a lesson on speech development in the preparatory group. Examination of I. I. Levitan’s painting “March” Lesson notes. Preparatory group. Speech development. Topic: Examination of the painting by I. I. Levitan “March”. Program content: Continue.